Bộ giáo án tiếng anh lớp 3 global success theo cv 2345 file word

School:
Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 1 – Period 1
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet,
self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Greetings”

Core
competencies

Teamwork, reliability, motivation

General
competencies:

Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introduce
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups

Attributes:

Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness

II. RESOURCES AND MATERIALS
-

Pupil’s book Page 10
Audio Tracks 5, 6
Teacher’s guide Pages 17, 18, 19
Website sachmem
Flashcards/pictures and posters (Unit 1)
1


-

III. PROCEDURE

Computer, projector…

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk –
Fun corner and wrap-up.

Procedure

Teacher’s activities

Pupils’ activities

Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing the song “Hello song”
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2: Game:
Review the numbers and the alphabet by having the class
play the game:
1. Pick the numbers
Step 1: Teacher says the numbers for the pupils to choose.
Step 2: Give points to the pupils with the correct choosing
and encourage them.
2. Look and say the missing letters
Step 1: Ask pupils to say the missing letters, then check with
the class.
Step 2: Give points to the pupils and encourage them.
Review the numbers and the alphabet as the whole class.

Whole class

Individual work/
Group work

Individual work/
Group work

EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal:

b. Input:
c. Outcome:

To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on greetings, self- introducing, and responding to
greetings.
Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai.
Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m Lucy.
Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on greetings, self-introducing, and respond
to greetings.

2

Note


d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the

characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for
them to listen.
Step 3: Play the recording again for pupils to listen and
repeat in chorus, sentence by sentence. Follow the same
procedure with Picture b. Correct their pronunciation where
necessary.
Step 4: Invite a few pairs to the front of the class to listen
and repeat the sentences in the recording.
Step 5: Draw their attention to the sentences Hello. I’m Ben
and Hi, Ben. I’m Mai. Tell pupils that these sentences are
used to greet, self-introduce and respond to greetings; and
that Hi is more friendly than Hello in conversation.

Whole class
Whole class/
Individual work
Whole class/
Individual work
Pair work
Whole class/
Individual work

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal:

To correctly say the character names and use Hello. /Hi. I’m ____. and Hello,/
Hi,______. I’m ____. to greet, self-introduce and respond to greetings.

b. Input:

- Picture cues:
a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each
other.
b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each
other.
- Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m _____.
Audio script: a. Ben, Mai b. Minh, Lucy.
A: Hello, I’m Mai.
B: Hi, Mai. I’m Ben.

c. Outcome:

Pupils can correctly say the character names and use Hello./ Hi. I’m _____. and
Hello,/ Hi,_____. I’m ______. to greet, self-introduce and respond to greetings.

d. Procedure:

Step 1: Draw pupils’ attention to the picture a and b. Elicit Whole class
the name of each character.
Step 2: Point at Picture a and the words Ben and Mai under Whole class/
it. Check comprehension and give feedback. Play the Individual work
recording for pupils to repeat the words a few times. Follow
the same procedure with Picture b.
Write the answer on the board until they feel confident. Tell
3


pupils to point at the relevant school thing in the picture

when they are repeating the sentence.
Step 3: Draw pupils’ attention to the bubble. Explain the
meaning. Elicit the missing words. Play the recording for
pupils to repeat the sentence a few times. Divide the class
into halves to take turns to repeat each character’s speech
in picture a until they feel confident. Remind pupils to point
at the relevant character in the picture when they are
repeating.
Step 4: Repeat the same procedure with picture b.
Step 5: Give pupils time to work in pairs and take turns to
act out the role of each character in picture a and picture b.
Step 5: Invite a few pairs to come to the front of the
classroom, point at the relevant character in each picture,
and act out his/her role.
Game:
Work in pairs with a partner using of Hello./Hi. I’m ____.
and Hello,/Hi, _____. I’m ____. to greet, self-introduce and
respond to greetings. Invite some pairs to perform.
Encourage pupils to practise speaking English.

Whole class/
Individual work

Pair work
Pair work

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal

To enhance the correct use of Hello./Hi. I’m ____. and Hello,/Hi,____. I’m
_____. to greet, self-introduce and respond to greetings.

b. Input

– Picture cue: Lucy meets Minh in the school playground. They greet,
self-introduce and respond to greetings
– Speech bubble: Hello./Hi. I’m _____.-_____.

c. Outcome

Pupils can enhance the correct use of Hello./Hi. I’m_____. and
Hello,/Hi,________. I’m _____. to greet, self-introduce and respond to
greetings.

d. Procedure

Step 1: Draw pupil’s attention to the picture. Ask questions Whole class/
to help them identify the context ( see Input). Elicit the Individual work
missing words in the bubbles. Complete them. Get pupils to
say the completed sentences.
Step 2: Put pupils into groups of four. Encourage them to Group work
greet, self-introduce and respond to greetings. Go around
4


the classroom to offer support where necessary.
Game: Let’s say “Hello”!!!
Group work
Divide the class into 2 groups: boys and girls. Ask each pupil

from one group to come and practise greeting, selfintroducing and responding to greetings with one pupil
from the other group. Give points to the groups, praise the
pupils.
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the pictures Whole class
of Activities 1, 2 and repeat after the recordings.
Option 2:
Game: Can you say this?
Group work
Divide the class into groups of four. Ask pupils of each group
to come to the board and practise saying the conversation
of the characters. Give points to the groups.
Option 3: Preparation for the project:
Tell pupils about the project on page 15. Ask them to
prepare it at home by making a pupil card with their Individual work
personal information on a piece of paper, and bring their
work to the classroom at the project time to present it.
Show them a sample and guide them how to fill the
information.

BOARD PRESENTATION

5


School:
Grade:
Teacher:
Date of teaching:

Attendance:

____________________
____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 1 – Period 2
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, self-introduce
and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Greetings”

Core
competencies

teamwork, motivation, adaptability, communication

General
competences

Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introducing

Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups

Attributes

Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:
-

Pupil’s book Page 11
Audio Tracks 7, 8
Teacher’s guide Pages 19, 20
Website sachmem.vn
Flashcards/pictures and posters (Unit 1)
6


-

III. PROCEDURE

Computer, projector…

Warm-up and review – Listen and circle – Look, complete and read – Let’s
sing – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes.
Greet the class.
Option 1: Sing the song “Hello song”
Whole class
- Ask pupils to sing the song
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2: Game: Play A, B, C.
Group work
Step 1: Divide the class into 4 teams.
Step 2: Set rule: Pupils go to the monitor/screen and
touch/click the correct letter in the tree that is the same to
the letter that Mary says.
Step 3: Encourage pupils to join the game.
Step 4: Give points to the teams and encourage them.
(Please see the PowerPoint file for reference.)
PRACTICE
Activity 4. Listen and circle. 8 minutes
a. Goal

b. Input

To listen, understand and circle the correct pictures relevant to two
communicative contexts (pictures) in which two pupils greet, self-introduce
and respond to greetings.
Picture cues:
1a. Lucy and Ben first meet each other.
1b. Lucy and Minh first meet each other.
2a. Ben and Mai first meet each other.
2b. Ben and Lucy first meet each other.
Audio script:
1. Lucy: Hello. I’m Lucy.
Minh: Hello, Lucy. I’m Minh.
2. Ben: Hi. I’m Ben.
Mai: Hi, Ben. I’m Mai.

7

Note


c. Outcome

Pupils can listen, understand and circle the correct pictures relevant to two
communicative contexts in which two pupils greet, self-introduce and
respond to greetings.
Key: 1.b 2.a

d. Procedure

Step 1: Draw pupil’s attention to Pictures 1a and 1b. Tell them
about the activity. Use Pictures 1a and 1b as an example. Elicit

the names of the characters in each picture. Point at the
pictures respectively to explain the context. Play the recording
for question 1 for pupils to listen. Play the recording again.
Elicit pupils to give the answer. Circle the letter b in Picture
1b. play the recording a third time for pupils to double- check
their answers.
Step 2: Play the recording for Question 2 for pupils to do the
task.
Step 3: Get pupils to swap books with a partner. Play the
recording again to check answers together as a class. Write
the answers on the board for pupils to correct their answers.
Step 4: Play the recording all the way through for pupils to
double-check all the answers.
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat in chorus. Correct
their pronunciation where necessary.

Whole class

Whole class
Pair work

Whole class
Whole class

PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal

To complete the gapped sentences and read them aloud with the help of the

picture cues

b. Input

Four picture cues and four incomplete sentences

c. Outcome:

Pupils can complete the gapped sentences and read the completed
sentences aloud.
Key: 1. Hello/Hi 2. Hello/Hi 3. I’m 4. Hello/Hi; I’m

d. Procedure

Step 1: Get pupils to look at the pictures. Get them to identify Whole class
the characters (Ben, Lucy, Mai and Ben, Minh and Lucy)
Step 2: Have pupils look at the four incomplete sentences. Whole class
Draw their attention to the missing words in the sentences.
8


Step 3: Model with sentence 1. Ask them what is missing in
the sentence (Hello/ Hi). Have them look at the picture and
complete the gap, then read the completed sentence in
chorus.
Step 4: Follow the same procedure with sentence 2,3 and 4.
Draw the pupil’s attention to the gap in sentence 2, and 3;
particularly, the two gaps in sentence 4. Tell pupils to think
about the appropriate word to fill each gap.
Step 5: Have pupils complete the sentences individually and

ask a few pupils to stand up and read them aloud.
Game: Role play
Step 1: Divide the class into 2 teams.
Step 2: Invite 1 student in each team to go to the board and
role play.
Step 3: Give points to each team.
Step 4: Encourage students to role play to practise speaking
English.

Whole
class/
Individual
work

Individual
work
Group work

PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal

To sing the song Hello with the correct pronunciation and melody.

b. Input

The lyrics and the recording of the song Hello.

c. Outcome

Pupils can sing the song Hello with the correct pronunciation and melody.

d. Procedure

Step 1: Draw pupil’s attention to the title and lyrics of the
song. Check comprehension of the lyrics and give feedback.
Play the recording for pupils to listen to the whole song. Have
them repeat the title and lyrics line by line. Tell pupils to point
at the relevant character while singing his or her name.
Step 2: Play the recording all the way through for pupils to
listen to the whole song again. Tell them to pay attention to
the pronunciation and melody.
Step 3: Play the recording line by line for pupils to listen,
repeat and point at the relevant character. Correct their
pronunciation where necessary.
Step 4: Introduce actions for pupils to do while singing along
with the recording, for example, using hand movements to
9

Whole class

Whole class

Individual
work/
Whole class


greet, introduce and respond to greetings. Play the recording
all the way through for pupils to sing and do actions.

Step 5: Give pupils time to practice singing and doing actions
in pairs or groups.
Extension: Put pupils into groups to make up their own
actions for the song. Invite groups to the front of the
classroom to perform the song and the rest of the class sings
and/ or claps along the song.

Group work
Group
work/
Whole class

Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the picture of
Activity 4 and repeat after the recording.
Option 2: Game: Sing and do. Then stop!
Divide the class into 4 teams: Apple, Banana, Orange,
Watermelon. Set the rules: Teacher plays the music, pupils
will sing and do the actions of the song. Then the teacher
stops the music, pupils stop doing. Those who cannot make it
have to sit down. The team with more pupils left and more
beautiful dancing is the winner. Give points to pupils.

BOARD PRESENTATION

10

Whole class

Whole class
/ Group
work


School:
Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 2 – Period 3
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on greetings, responding to greetings and saying
goodbye.
- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and
the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank
you. in relation to the topic “Greetings”.
– use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, selfintroduce and respond to greetings.

– use Hi. How are you? and Fine, thank you. to greet others, respond to
greetings and use Goodbye / Bye ______. to say goodbye.

Core competencies teamwork, reliability, motivation
General
competences

Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups

Attributes

Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
11


Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIALS
-

III. PROCEDURE

Pupil’s book Page 12
Audio Tracks 9, 10
Teacher’s guide Pages 21, 22

Website sachmem
Flashcards/pictures and posters (Unit 1)
Computer, projector…

Warm-up and review – Look, listen and repeat – Listen, point and say –
Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes
Greet the class.
Option 1: Point to a pupil and have him/her stand up and
say Hi, I’m … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this more fun.
Option 2: Game: Picking coconut
Step 1: Divide the class into 4 teams: A, B, C, D.
Step 2: Set the rules: Teacher says (or plays the recording
of) a number and let the teams take turns to answer.
Pupils have to click the correct number on the screen. If
the answer is correct, 1 point is given to that team.
- Encourage pupils to join the game.
- Give points to the teams and encourage the students.

Whole

class

Group
work

EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal

b. Input

To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on greetings, responding to
greetings and saying goodbye.
Context a: Ben: Hi, Mai. How are you? Mai: Fine, thank you.
– Context b: Ben: Goodbye, Mai. Mai: Bye, Ben.

12

Note


c. Outcome

Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on greetings, responding to
greetings and saying goodbye.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify
the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording
for them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Follow the same
procedure with Picture b. Correct their pronunciation
where necessary.
Step 3: Play the recording again for pupils to listen and
repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the class to listen
and repeat the sentences in the recording.
Step 5: Draw pupil’s attention to the sentences Hi, Mai.
How are you? Fine, thank you. and Goodbye/ Bye. Tell
pupils that the sentences are used to greet, respond too
greetings, and say goodbye.

Whole
class
Whole
class/
Individual
work

Pair work
Whole
class

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal:

To correctly say the words and use Hi. How are you? Fine, thank you. to
greet, respond to greetings and Goodbye./ Bye. to say goodbye.

b. Input:

– Picture cues: a. Ben and Mai meet each other again.
b. Minh and Lucy say goodbye to each other.
– Speech bubble:
Hi. How are you? - _____,_________.
Goodbye. - ______.
Audio script:
a. Fine, thank you. b. Goodbye/ Bye.
A: Hi. How are you? - B: Fine, thank you.
A: Goodbye. - B: Bye.

c. Outcome:

Pupils can correctly say the words and use Hi. How are you? Fine, thank
you. to greet, respond to greetings and Goodbye./ Bye. to say goodbye.

13


d. Procedure:

Step 1: Draw pupils’ attention to the pictures a-b. Tell
them about the activity. Elicit the name of each character.
Step 2: Point at Picture a and the sentence Fine, thank
you. under it. Check comprehension and give feedback.

Play the recording for pupils to repeat the sentences in
both bubbles a few times. Remind pupils to point at the
relevant character in the picture when they are repeating.
Repeat the same procedure with picture b.
Step 3: Draw pupils’ attention to the first bubble. Explain
the meaning. Elicit the missing words in the second
bubble. Play the recording for pupils to repeat the
sentences in both bubbles a few times. Remind pupils to
point at the relevant character in the picture when they
are repeating. Repeat the same procedure with Picture b.
Step 4: Give pupils time work in pairs to take turns to say
the role of each character in picture a and picture b.
Step 5: Invite a few pupils to come to the front of the
classroom, point at the relevant character in each picture,
and act out his/ her role.
Game: Role play
Have pupils work in pairs, then change partners for several
times. Invite pupils to go to the board and role play.
Encourage pupils to practice speaking English.

Whole
class/
Individual
work

Pair work
Pair work/
Whole
class
Pair work

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal

To enhance the correct use of Hi. How are you? and Fine, thank you. to
respond to greetings, and Goodbye./ Bye to say goodbye.

b. Input

– A picture of two pairs of pupils in the school playground. One pair
greets and responds to each other’s greetings and the other says
goodbye to each other.
– Speech bubble:
Hi. How are you? - _____,_____.
Goodbye. Bye. -________.

c. Outcome

Pupils can enhance the correct use of Hi. How are you? Fine, thank you.
to greet, respond to greetings. Goodbye./ Bye. to say goodbye.

d. Procedure

Step 1: Draw pupil’s attention to the picture. Elicit the Whole
context (see Input) and the missing words. Write the class/
14


answers on the board. Complete the sentences. Invite two Individual

pupils to take turns to play each character’s role. Correct work
their pronunciation where necessary. Repeat the
procedure with the second exchange.
Step 2: Put pupils into pairs to do the task. Go around the Pair work
classroom to offer support where necessary.
Step 3: Invite some pairs to the front of the classroom to
take turns to act out the exchanges.
Game: Pass the ball
Step 1: Set the rules: Give 2 balls to pupils and turn on the
music. Pupils pass the ball until the music stops. The one
who is keeping the ball will talk with his/ her friends,
asking “How are you?”, the others have to say the
answers.
Step 2: Encourage pupils to practise speaking.
Step 3: Give point to the pupils.

Whole
class/
Individual
work

Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the
pictures of Activities 1, 2 and repeat after the recordings.
Option 2:
Divide the class into groups of four. Invite pupils to role
play with their friends. Then change the partners.
Encourage pupils to practise speaking English. Give points
to the groups.

BOARD PRESENTATION

School:

____________________
15

Whole
class
Group
work


Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 2 – Period 4
I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:

- listen to and understand four communicative contexts in which pupils
greet each other, respond to each other’s greetings with thanks, and say
goodbye.
- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and
the sentence patterns Hello. / Hi. I’m _____.; How are you? and Fine, thank
you. in relation to the topic “Greetings”.
– use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet,
self-introduce and respond to greetings.
– use Hi. How are you? and Fine, thank you. to greet others, respond to
greetings and use Goodbye / Bye ______. to say goodbye.

Core competencies Teamwork, reliability, motivation
General
competences

Listening: listen and recognize the characters, then repeat
Critical thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups

Attributes

Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIALS
-

Student’s book Page 13
16


-

III. PROCEDURE

Audio Track 11
Teacher’s guide, Pages 23, 24
Website sachmem
Flashcards/pictures and posters (Unit 1)
Computer, projector…

Warm-up and review – Listen and number – Read and match – Let’s play –
Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing the song “Hello” song.
Whole class
- Ask pupils to sing the song.

- Invite some of them to come to the board to role play,
the rest of the pupils will sing.
- Give points to the pupils and encourage them.
Group work
Option 2: Game: Numbers
Divide the class into 4 groups. Invite pupils to go to the
monitor and touch to choose the numbers. Pupils will get Group work
points for their teams if the answers are correct.
Give points to the groups and encourage them.

PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal

b. Input

To listen to and understand four communicative contexts in which pupils
greet each other, respond to each other’s greetings with thanks, and say
goodbye.
Four picture cues:
a. Lucy and Minh meet each other again.
b. Lucy and Minh say goodbye to each other.
c. Ben and Mai say goodbye to each other.
d. Ben and Mai first meet each other.
Audio script:
17

Note

1. Ben: Hello. I’m Ben.
Mai: Hi, Ben. I’m Mai.
2. Ben: Goodbye, Mai.
Mai: Bye, Ben.
3. Lucy: Hello, Minh. How are you?
Minh: Fine, thank you.
4. Lucy: Goodbye, Minh.
Minh: Bye, Lucy.
c. Outcome

Pupils can listen to and understand four communicative contexts in which
pupils greet each other, respond to each other’s greetings with thanks,
and say goodbye.
Key: 1.d 2. c 3. a 4. b

d.
Procedure

Step 1: Draw pupils’ attention to the pictures. Elicit the
names of the characters in each picture. Tell them about
this activity and show them how to do the task. Play the
recording for the first conversation. Elicit the answer and
give feedback. Put number 1 in the box of Picture d. Play
the recording again for pupils to check the answer.
Step 2: Play the recording all the way through for pupils to
do the task with the rest of pictures: Picture a, Picture b,
and Picture c. Play the recording again for pupils to check
their answers.
Step 3: Tell pupils to swap books with a partner, then
check answers together as a class. Say the correct answer

again for pupils to correct their answers.
Step 4: Play the recording all the way through for pupils to
double-check all the answers.
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat in chorus.
Correct their pronunciation, where necessary.

Whole class

Whole
class/
Individual
work
Pair work
Individual
work

PRACTICE
Activity 5. Read and match. 9 minutes
a. Goal

To read and match pairs of target sentence patterns.

b. Input

Three pairs of sentence patterns, which together form simple exchanges
between two pupils.

c. Outcome

Pupils can read and match pairs of target sentence patterns.
Key: 2. c 3. a
18


d.
Procedure

Step 1: Draw pupils’ attention to Sentence 1. Tell them
about this activity, elicit the context and give feedback.
Show them how to do the task. Get pupils to read
Sentence 1 in chorus. Draw their attention to the line
connecting Sentence 1 with Sentence b. Have pupils read
Sentence b in chorus.
Step 2: Give pupils time to do the task. Go around the
classroom to offer support where necessary.
Step 3: Tell pupils to swap books with a partner, then
check answers together as a class. Write the correct
answers on the board for pupils to correct their answers.
Extension: Invite pairs of pupils to stand up and read aloud
the matched exchanges.
Game: Pass the ball!
Step 1: Give 2 balls for pupils.
Step 2: Turn on the music and have students pass the ball.
Then stop the music. Have students stop to pass the ball.
The pupils who have the ball must stand up and practise
speaking with their friends.
Step 3: Give point to pupils.
Step 4: Encourage pupils to practise speaking English.

Whole
class/
Individual
work
Whole
class/
Individual
work
Pair work

Whole
class/
Individual
work

PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal

To practise using target sentence patterns by playing the game Hello and
goodbye.

b. Input

A picture showing two groups of four pupils playing the game Hello and
goodbye.

c. Outcome

Pupils can use the target sentence patterns by playing the game Hello

and goodbye.

d.
Procedure

Step 1: Tell pupils about the activity. Elicit the language
that pupils need to greet, self-introduce, respond to
greetings and say goodbye. Write the language on the
board. Get the class to read the sentences in chorus.
Step 2: Invite two groups of four to the front of the
classroom to model the two contexts.
– Context 1: Three players are sitting and talking together.
One player pretends to be a newcomer, goes to the place,
19

Whole
class/
Individual
work
Group work


greets the group, and introduces himself or herself
(Hello./ Hi. I'm ___.) The group responds to his/ her
greetings (Hello, / Hi, ___.). Then he/ she sits down to join
the group. One of the previous sitters stands up and goes
out to pretend to be a newcomer. He/ She repeats the
procedure. One by one, each member of the group
repeats the procedure until the last one.
– Context 2: Four players are sitting together talking

happily. One of them stands up to leave. He/ She says
goodbye to the group (Goodbye./ Bye.). The group
responds to the leaver (Goodbye./ Bye.).
One by one, each member of the group repeats the
procedure until the last one.
Step 3: Give pupils time to play the game. Move around
Whole class
the classroom to offer support where necessary.
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem, have pupils look at the words in the Whole class
picture of Activity 4 and repeat after the recording.
Option 2: Game: Find a partner
Step 1: Divide the class into 2 teams: boys and girls. Group work
Prepare the name tags.
Step 2: Set the rules: Make a circle, then ask 1 pupil to
come stand in the circle and choose a name tag.
The one whose name is called will come to the circle and
practise speaking by saying Hi, I’m ___.
Step 3: Encourage students to join the game.

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BOARD PRESENTATION

21


School:

Grade:
Teacher:
Date of teaching:
Attendance:

____________________
____________________
____________________
____________________
____________________

UNIT 1: HELLO
Lesson 3 – Period 5

I. OBJECTIVES
Language

By the end of the lesson, pupils will be able to:
- to correctly repeat the sounds of the letters h and b in isolation, in the
words hello and bye, and in the sentences Hello, Ben. and Bye, Ben. with
the correct pronunciation and intonation.
- to identify the target words hello and bye while listening.
- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and
the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank
you. in relation to the topic “Greetings”.
– use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, selfintroduce and respond to greetings.
– use Hi. How are you? and Fine, thank you. to greet others, respond to
greetings and use Goodbye / Bye ______. to say goodbye.

Core

competencies:

teamwork, reliability, motivation

General
competences:

Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups

Attributes:

Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
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Leadership: collaborate with teachers to enhance language skills
Secure and organized: keep school things in the right ways.
II. RESOURCES AND MATERIAL
-

III. PROCEDURE

Student’s book Page 14
Audio Tracks 12, 13, 14
Teacher’s guide, Pages 25, 26
Website sachmem

Flashcards/pictures and posters (Unit 1)
Computer, projector…

Warm-up and review – Listen and repeat – Listen and circle – Let’s chant –
Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’
activities

Warm-up and review: 5 minutes
Greet the class.
Option 1:
- Introduce ways of greeting to the class,
- Make eye-contact.
- Use a friendly nonverbal greeting, such as a handshake,
high five, or thumbs-up…
- Give a few words of encouragement.
Option 2: Game: Numbers
Divide the class into 4 groups. Invite pupils to go to the
monitor and touch to choose the numbers. Pupils will get
points for their teams if their answers are correct.
Give points to the groups and encourage them.

Whole class
Individual
work

Individual
work/
Group work

KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal

To correctly repeat the sounds of the letters h and b in isolation, the
words hello and bye, and the sentences Hello, Ben. and Bye, Ben. with
correct pronunciation and intonation.
23

Note


b. Input
c. Outcome
d. Procedure

– The letter h, the word hello and the sentence Hello, Ben.
– The letter b, the word bye and the sentence Bye, Ben.
Pupils are able to correctly repeat the sounds of the letters h and b in
isolation, the words hello and bye, and the sentences Hello, Ben. and
Bye, Ben. with correct pronunciation and intonation.
Step 1: Draw pupils’ attention to the letter h, the word Whole class
hello and the sentence Hello, Ben. Tell pupils about the
activity. Play the recording for the letter h. Encourage
pupils to point at the letter/ word/ sentence while

listening. Play the recording again and encourage pupils to
listen and repeat. Do this several times until pupils feel
confident. Correct their pronunciation where necessary.
Whole class
Step 2: Repeat the procedure of Step 1 for the letter b.

PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal

To identify the target words hello and bye while listening.

b. Input

Two gapped sentences with answer options
Audio script:
1. Hello, Ben.
2. Bye, Ben.

c. Outcome

Pupils can identify the words hello and bye while listening.
Key: 1. c
2. a

d. Procedure

Step 1: Draw pupils’ attention to the sentences and the
gap-fill options. Tell them about the activity. Check their
comprehension and give feedback.

Step 2: Play the recording for the Sentence 1 for pupils to
listen. Play the recording again for them to listen and circle
the correct options. Play the recording a third time for
pupils to check their answers.
Step 3: Repeat the procedure of Step 2 for Sentence 2.
Step 4: Tell pupils to swap books with a partner, then
check the answers together as a class. Write the correct
answers on the board. Play the recording for pupils to
check their answers again.
Extension: Invite one or two pupils to stand up, listen and
repeat the completed sentences.
Game: Pass the ball.
24

Whole
class/
Individual
work

Whole
class/
Individual
work


Step 1: Give 2 balls for pupils.
Step 2: Turn on the music and have students pass the ball. Whole class
Then stop the music. Have students stop passing the ball.
The pupils who are having the balls will stand up and
practise speaking with their friends.

Step 3: Give points to the pupils.
Step 4: Encourage pupils practice speaking English.
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal

To say the chant with the correct rhythm and pronunciation.

b. Input

The lyrics and recording of the chant.

c. Outcome

Pupils can say the chant with correct rhythm and pronunciation.

d. Procedure

Step 1: Draw pupils’ attention to the lyrics of the chant.
Check comprehension.
Step 2: Play the recording all the way through for pupils to
listen to the whole chant. Encourage them to listen
carefully to the rhythm and pronunciation. Draw pupils’
attention to the sounds of the letters h and b and the
words Hello and Bye.
Step 3: Play the recording, line by line, for pupils to listen
and repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to
chant. Encourage them to clap along while chanting.
Extension: Divide the class into two or more groups to

take turns listening and repeating the chant while the rest
of the class claps along.

Whole class
Whole class

Whole class
Whole class
Group work

Fun corner and wrap-up: 5 minutes
Game: Sing, do actions, then stop!
Step 1: Divide the class into 4 teams.
Whole class
Step 2: Have pupils sing and dance with the lyrics and
rhythm of the chant.
Step 3: Invite each team to sing and do actions. When the Team work
music stops, all of them have to stop doing actions
(freeze). Who can freeze longer will win.
25